Developing agile motor skills on virtual and real humanoids

Demonstrating strength and agility on virtual and real humanoids has been an important goal in computer graphics and robotics. However, developing physics- based controllers for various agile motor skills requires a tremendous amount of prior knowledge and manual labor due to complex mechanisms of the motor skills. The focus of the dissertation is to develop a set of computational tools to expedite the design process of physics-based controllers that can execute a variety of agile motor skills on virtual and real humanoids. Instead of designing directly controllers real humanoids, this dissertation takes an approach that develops appropriate theories and models in virtual simulation and systematically transfers the solutions to hardware systems. The algorithms and frameworks in this dissertation span various topics from spe- cific physics-based controllers to general learning frameworks. We first present an online algorithm for controlling falling and landing motions of virtual characters. The proposed algorithm is effective and efficient enough to generate falling motions for a wide range of arbitrary initial conditions in real-time. Next, we present a robust falling strategy for real humanoids that can manage a wide range of perturbations by planning the optimal contact sequences. We then introduce an iterative learning framework to easily design various agile motions, which is inspired by human learn- ing techniques. The proposed framework is followed by novel algorithms to efficiently optimize control parameters for the target tasks, especially when they have many constraints or parameterized goals. Finally, we introduce an iterative approach for exporting simulation-optimized control policies to hardware of robots to reduce the number of hardware experiments, that accompany expensive costs and labors.Ph.D

Education and development as complex dynamic agent systems::how theory informs methodology

This chapter argues that the integrative theory that can serve as the basis of integrative methodology is the theory of complex dynamic agent systems. It explains this general theory by focusing on teaching–learning processes in the educational context, and on pedagogical actions and dynamic assessment in the classroom. A complex dynamic system can be defined as a network of components that interact with each other. Self-organization means that the network of components organizes itself into a particular pattern of temporarily self-sustaining relationships among components. “Self-sustaining” means that systems resist external perturbations, at least to a certain extent. External perturbations, when they occur, may function for the better or for the worse. Emergence means that the interactions between the components of a system lead to the origination of properties that are new, in the sense that they transcend the properties of the components taken separately

Development of a Personal Visioning Guidance System

The primary intent of this project was to formulate a novel guidance system to help individuals gain clarity and understanding of their inner vision of a desired future state. My secondary goal was to enrich the palette of resources and tools available for coaching individuals in their discovery and crafting of personal and/or professional visions. Initially, I conducted an extensive literature review that inspired my approach. Then, I followed a process for assessing existing visioning tools and then imagining new opportunities to create, conceptualize, and craft at least five novel visioning tools. The project outcome includes a Personal Visioning Guidance Model to navigate through the visioning process. In it, I described the key five stages and the Torrance Incubation Model (TIM) as micro-stage in each main stage. I ideated a palette of approaches to offer a broad spectrum of possibilities for visioning tools, and I conducted front-end development of seven of them. I also presented specific learning about every stage of the model as well as those from trialing five visioning tools with two subjects. Finally, I analyzed how this project adds value and a number of actions to progress further

The Creative Coach: Exploring the Synergies Between Creative Problem Solving: Thinking Skills Model and Non-Directive Coaching

This project looks at the similarities and differences between the most recent version of Creative Problem Solving called Creative Problem Solving: Thinking Skills Model and the approach to coaching known as Non-Directive Coaching. Creativity practitioners are challenged to find opportunities of engaging in formal full-blown, group-based Creative Problem Solving sessions. There is a need to find other, less formal ways of helping people use their creativity. The Thinking Skills Model’s design allows it to mesh with the creative process in other content areas by making the basic concepts of Creative Problem Solving transferable to those other contexts. Non-Directive Coaching is one such example. Both Creative Problem Solving and Non-Directive Coaching are reviewed for the reader. The similarities, differences, and synergies between the two are explored. These synergies are augmented by observations from the author’s many years as a consultant and business coach. Ideas for further research are presented